Abstract
A previous study has shown that in the Third International Mathematics and Science Study (TIMSS) teacher effects contribute little to student achievement in mathematics, but that classroom differences are important. This study uses data from TIMSS to examine classroom and school differences in mathematics achievement at secondary school level to find out which classroom and school variables affect achievement. It found that the pooling of student resources associated with grouping has a large effect on mathematics achievement at primary level, while at secondary level policies regarding pupil management such as grouping according to ability have the greatest effect on mathematics achievement.
| Original language | English |
|---|---|
| Title of host publication | Mathematics education beyond 2000 : proceedings of the Twenty-third Annual Conference of the Mathematics Education Research Group of Australasia Incorporated held at Fremantle, Western Australia, 5-9 July, 2000 |
| Publication status | Published - 2000 |
Keywords
- Classroom environment
- Context effect
- Differences
- Grouping (Teaching purposes)
- Mathematics achievement
- Performance factors
- Primary secondary education
- Student characteristics
- Success
Disciplines
- Curriculum and Instruction
- Science and Mathematics Education
- Secondary Education